watson dawn cambridge b1 preliminary for schools practice te

CAMBRIDGE B1:55:!^"Y Introduction Cambridge English: Preliminary for Schools Overview Helpful tips for each part of the PET for Schools Test One 2 Consolidation One 24 Test Two 26 Consolidation Two 44 Test Three 46 Consolidation Three 64 Test Four 66 Consolidation Four 84 Test Five 86 Consolidation Five 104 Test Six 106 Consolidation Six 124 Speaking Overview 127 Speaking Tests 128 Sample answer sheets 140 Paper | Timing Number Parts Answers of questions 1 1 hour 42 | Reading Part 1 Three-option multiple choice Five (plus an Reading Parts 1-5 Reading 30 example) very short discrete texts: signs and Students shade the S| messages, postcards, notes, emails, labels, etc | correct lozenges on and minutes Waiting Reading Part 2 Five items in the form of descriptions of people 7 separate answer to match to eight short adapted-authentic texts sheet in pencil Reading Part 3 Correct/Incorrect Ten items with an adapted- Writing Parts i Reading Part 4 Reading Part 5 authentic long text Students write Writing Part 1 Four-option multiple choice Five items with an their answers in Writing Part 2 adapted-authentic long text | the spaces Four-option multiple choice cloze Ten items (plus an example) with an adapted-authentic provided on the text drawn from a variety of sources The text answer sheet in is of a factual or narrative nature pencil Sentence transformations Five theme-related Say ee items (plus an example) Students are given sentences and then asked to complete similar sentences using a different structural pattern so that the sentence still has the same meaning Students should use no more than three words Short communicative message Students are ae Ee prompted to write a short message (35-45 words) in the form of a postcard, note, email, etc The prompt takes the form of a rubric or short input text to respond to Writing Part 3 A longer piece of continuous writing (approx 100 words) Students are presented with a choice of two questions, an informal letter or a story Students are assessed using assessment scales consisting of four subscales: Content, Communicative Achievement, Organisation and Language 2 30 25 Part 1 Short neutral or informal monologues or dialogues Students write Listening | minutes Seven discrete 3-option multiple-choice items with their answers on (plus 6 visuals, plus one example the question paper minutes = ; 4 3 as they listen, and to -transfer Part2 Longer monologue or interview (with one main they are then given answers) speaker) Six 3-option multiple-choice items 6 minutes at the Part 3 Longer monologue Six gaps to fill in Students need to end of the test Part 4 write one or more words in the space to transfer these Correct/Incorrect Longer informal dialogue Students answers to an need to decide whether six statements are correct or answer sheet incorrect Students shade the correct lozenges or write their answers in the spaces provided on the answer sheet | Paper || Timing | Number | | | of i || questions || Parts | Answers | | 3 j 1012 | | Speaking minutes | Part1 Each student interacts with the interlocutor.i ị - The interlocutor asks the students questions in Ị | per pair of turn, using standardised questions $ tudents ' Part 2 Simulated situation Students interact with i | | | each other Visual stimulus is given to the students to aid the discussion task The | | interlocutor sets up the activity using a standardised rubric || i Extended tura A colour photograph is given to each student in turn and they are asked to talk | about it for approximately one minute Both photographs relate to the same topic General conversation Students interact | with each other The topic of conversation | develops the theme established in Part 3 | The interlocutor sets up the activity using a | standardised rubric | 1 Reading and \ single-sentence statements about a longer factual text Helpful Tips Reading Part 1 Multiple choice Students should first read the questions, which are single General sentence statements Next, they need to scan the text to find This part tests the student's understanding of various kinds of the answer to the first statement The answers in the text are short texts There are five short texts With each text is one in the same order as the questions They should repeat this multiple-choice question with three options A, B and C for the remaining statements They should not worry about Helpful Tips unfamiliar words, which are likely to appear in this part These Students should read the text and decide what situation words are not required to answer the questions Instead they it would appear in They can use the visual information should focus on finding the specific information to decide if (layout, location etc.) to help identify the context Next they the statements are true or false should read the three options They then need to compare Reading Part 4 Multiple choice each option with the text before choosing an answer It is General important that they read the chosen option again to check In this part, students have a text which expresses an opinion that the meanings match or attitude There are five multiple-choice questions with four options, A, B, C and D Students need to demonstrate they Reading Part 2 Matching have understood the writer's purpose, the writer's attitude General or opinion or an opinion quoted by the writer, and both the This part tests the student's detailed comprehension of factual material There are five short descriptions of people and they detailed and global meaning of the text have to match this content to five of eight short texts on a particular topic Helpful Tips Helpful Tips Students should begin by skimming the text to find out Students should begin by reading the five descriptions of the topic and general meaning They need to decide on the the people Next, they need to read all eight texts carefully, writer's purpose and the meaning of the text as a whole They underlining any matches between these and anything in should then read the text again, much more carefully It's the descriptions of the people They should then compare important to deal with the questions one by one, comparing the description again with any possible matches They need each option with the text before choosing one They should to check that the text meets all the requirements of the carefully re-check their choice of answer with the text description They should avoid using one or two identical Questions 1 and 5 can be dealt with together: Question 1 words in the description and the text to choose an answer (‘word-spotting’) Instead they need to focus on the meaning focuses on writer purpose and Question 5 focuses on global of the whole text meaning Questions 2, 3 and 4 follow the order of information Reading Part 3 Correct/incorrect in the text General Reading Part 5 Multiple-choice cloze Students should concentrate on obtaining the specific General information required from the text, and not worry if they meet In this part, students read a short text with 10 numbered an unfamiliar word or phrase There are 10 questions, which are spaces and an example The spaces are designed to test mainly vocabulary but also grammatical points such as pronouns, modal verbs, connectives and prepositions Helpful Tips their interests They should consider the topic as well as the First students should skim the text to find out the topic and language demands, e.g vocabulary, in the two questions generat meaning They should consider the example at the before choosing When writing the story, they should pay beginning of the textand identify why it is correct They close attention to any names or pronouns used in the title or should work through the 10 questions, reading the whole opening sentence, and ensure their stories follow the same sentence to choose the correct word to complete the gap pattern They should aim to use a range of tenses, expressions After Choosing an answer, they need to check the other three and vocabulary, even if these contain some minor mistakes, options and decide why they are wrong Once all the gaps are It's important to show the full range of their language ability completed, they should read the whole text again to make and to be ambitious in their use of language Non-impeding sure it makes sense errors, which do not affect communication, will not necessarily Writing Part 1 Sentence transformations be penalised These include spelling, grammar or punctuation General errors However, errors which interfere with or cause a 3 The five sentences have a common theme or topic For breakdown in communication will be treated more severely, each question, there is one complete sentence, followed by a gapped sentence below Students must complete the Paper 2 Listening gapped sentence so it has the same meaning as the complete sentence They must use between one and three words to Part 1 Multiple choice complete the gap The focus is on grammatical precision General Helpful Tips In Part 1 there are seven short listenings, each with a question Students should begin by reading the first sentence and and three visual images Students listen to the text, then thinking about its meaning Then they can read the second choose the visual image which best answers the question in sentence, looking at which words are repeated from the first the context of what they heard They tick the box under the sentence and which words are different Next they should look correct visual to show the correct answer at the second sentence again and think about which phrases Helpful Tips and structures could be used to complete it They need to Students should read and listen to the example text and task - complete the second sentence using one, two or three words to check how to record the answers During the first listening ˆ and write them on the answer sheet Students must spell all they need to listen for gist, choosing the best option They the words correctly, or they will lose the mark It is important should use the second listening to check the answer is correct, that they read both sentences again, checking their meaning focusing on the key information in the text They should is the same The language structures tested in this part are all repeat this process for the remaining questions taken from the language specifications and the vocabulary list This may include, among others, prepositions, collocations, Part 2 Multiple choice passive and active voices, direct and indirect speech, verb General patterns and opposites In Part 2, students listen to a longer text, which may be a Writing Part 2 Short communicative message monologue or an interview with questions from a radio General presenter Students have to answer six multiple-choice Students need to write a short message which communicates questions as they listen to the text, choosing the correct key points given in the task The task gives students the answer from a choice of three options To arrive at the correct context, whom they are writing to, why they are writing, and answer, they will need to understand the detailed meaning three key content points Students must include the three of the text The texts are from a range of contexts, and are content points by writing between 35 and 45 words largely informational Helpful Tips Helpful Tips Students should read the questions carefully and ensure they Students should first read and listen to the instructions, then — answer the question set They should not learn a pre-prepared use the pause to read the questions and think about the answer, which may not fit the question in the exam After context This may be information about places and events or ` writing, they should read through their answer to ensure people's lives, interests and experiences They need to focus that the meaning is clear and that they have included all the on understanding the detailed meaning of the text During content points Students are assessed on the clarity of their the first listening, they should listen for gist and choose the message Minor errors which do not impede communication best option for each question During the second listening, are not penalised (including minor spelling mistakes) they need to check all the answers carefully, focusing on specific information and stated attitudes or opinions Writing Part 3 Informal letter or story General Part 3 Gap fill Students choose either an informal letter or a story They must General write around 100 words For the informal letter, students read The task requires students to locate and record specific an extract of a letter from a friend This gives the topic that information from the text Students have a page of notes or they must write about For example, there may be a couple of sentences, summarising the content of the text, from which questions that they should respond to For the story, students six pieces of information have been removed As they listen, are given either a short title or the first sentence of the story they fill in the numbered gaps with words from the text which — Students must either write a story linked to the title, or complete the missing information Most keys are single words, - continue the story with clear links to the opening sentence numbers or very short noun phrases Helpful Tips Helpful Tips Students should choose the task which best suits them and Students should begin by reading and listening to the instructions, then use the pause to read the gaps, thinking 4 about the context and predicting the sort of language and information they are going to hear They can use the order of the information on the page to help them follow the will allow students time to discuss the task The whole recording During the first listening, students should note task takes 2-3 minutes If the interaction breaks down, the down single words, numbers or very short noun phrases to interlocutor will help to redirect the students but will not take complete each gap The words they need to complete the part in the task itself gaps are heard on the recording During the second listening, Helpful Tips they should check the answers make sense in the whole Students should concentrate on taking part fully in the task, sentence and that each answer contains a concrete piece of rather than completing it They are assessed on their use of information It's important for them to check the spelling of appropriate language and interactive strategies, not their words Words which are spelled out must be correct ideas Students should respond to each other's ideas and move the discussion forward by, for example, giving their opinion on Part4 Correct/incorrect their partner's idea or asking a question They should discuss General all the visual prompts, and not try to come to a conclusion In Part 4 students listen to a longer text, which is an informal dialogue, usually between two people of similar age and too quickly If they do this, they will not give themselves the opportunity to show their full range of language ability status As students listen to the text they look at a series of = Students should not worry if the interlocutor stops them six statements They decide whether these statements are before they have reached a conclusion This is because they correct or incorrect in the context of what they hear, and tick have filled the allocated time They are not assessed on lon the appropriate box The task calls for an understanding of the whether they complete the task gist of a conversation containing less formal language and the correct identification of attitudes, opinions and agreement Part 3 Extended turn Students will need to locate and understand detailed meaning General t ờ in order to make the correct choice for each question Helpful Tips The students take turns to speak for about 1 minute each Each student is given one colour photograph to describe The First students need to read and listen to the instructions, then photographs show everyday situations which are relevant use the pause to read the statements about the speakers’ opinions and attitudes about everyday concerns They should to the age group The photographs have a common theme The students describe what they can see in their photograph think about the context During the first listening, students When they have finished, they give their photograph back to should listen for gist and to locate where the answer to each statement appears in the text They need to decide if the the interlocutor Helpful Tips statement is correct or incorrect During the second listening, Students should keep their descriptions simple, and should they should focus on detailed meaning and identifying attitudes, not speculate about the context or talk about any wider opinions and agreement, to check their answers are correct issues raised by the photographs They should use this part Paper 3 Speaking of the test to show their range of vocabulary They should describe the people and activities in the photographs as Part 1 Conversation between interlocutor and student fully as possible They should imagine they are describing General the photograph to someone who can't see it This may This part of the test assesses the students’ ability to take part include naming all the objects, describing colours, clothing, in spontaneous communication in an everyday setting The time of day, weather, etc They can also show their ability interlocutor leads a general conversation with each of the to organise their language using simple connectives If they students The interlocutor asks questions about their personal can’t recall a certain word, they will be given credit if they details (including spelling their name), daily routines, likes, can use paraphrase or other strategies to deal with items of dislikes, etc The interlocutor speaks to the students in turn vocabulary that they don’t know or can’t remember Students respond directly to the interlocutor - they do not talk to each other in this task Part 4 General conversation Helpful Tips General It's normal to feel nervous at the beginning of the Speaking The interlocutor sets up the task, using the theme from the test This conversation uses everyday, simple language and so photographs in Part 3 asa starting point The students speak is designed to help to settle students into the test Students to each other, responding to the task by discussing their likes should listen carefully to the questions and give relevant and dislikes, experiences, etc They do not have to discuss the answers They should avoid giving one-word answers, but try photographs again The interlocutor does not participate in to extend their answers with reasons and examples wherever the discussion Students should maintain the conversation, possible negotiating turns and eliciting each other's opinions If the interaction breaks down, the interlocutor will help to redirect Part 2 Discussion task the students with further prompts but will not take part in the General task itself This part lasts for about 3 minutes in total The interlocutor sets up the task, but does not take part Helpful Tips in the interaction The interlocutor reads the instructions Students are given credit for using appropriate interactive twice, setting up the situation, while the students look at strategies, such as eliciting the views of their partner, picking % the prompt material The prompt material is a set of images up on their partner's points and showing interest in what which is designed to generate the students’ own ideas about their partner is saying While students should give their an imaginary situation The students discuss their ideas opinions and express their own preferences, they should try together, making and responding to suggestions, discussing to avoid talking only about themselves They should respond alternatives, making recommendations and negotiating to each other's ideas and move the discussion forward by, for agreement Students may bring in their own ideas, and should example, giving their opinion on their partner's idea or asking Negotiate turns and elicit each other's ideas The interlocutor a question Paper 1 Reading and Writing (1 hour 30 minutes) Reading « Part 1 | Questions 1-5 Look at the text in each question What does it say? Mark the correct letter A, B or C Example: "110 QUICKPOST NEXT DAY “O It costs more for something to arrive the next day DELIVERY All letters and parcels are delivered the next day For an extra charge, all letters and parcels Letters can’t be delivered using QUICKPOST © can be delivered the next day O Jenny wants to buy something from Answer: the bookshop Jenny's mum will take the girls home @@0@00 Jenny will go shopping with her mum Ỷ >